An integral feature and an urgent task of the modern education system is the use of digital products in educational practice. The forced implementation of mass distance learning in the period 2020-21 showed both the advantages and disadvantages of digital learning and set new horizons for optimizing this process. In May-June 2021, a study consisting of two parts was conducted: 1) an online survey of teachers of the general education system in order to determine the ideas about the advantages and risks for students when using digital products in educational practice; 2) an online survey of adolescent students in order to determine their ideas and experience of using digital products in the learning process. The sample consisted of 482 adolescents aged 13-15 years; 147 teachers of basic education with work experience from 3 to 23 years. Online surveys were conducted anonymously in the form of questionnaires using Google Forms. It was found that 80% of teachers and 98% of students highly appreciate the need to use digital products in educational practice. The majority of teachers noted the predominance of advantages provided by digital products as opposed to risks, the same idea was revealed in the survey of students. Conclusions are drawn about the similarities and differences in the understanding of teachers and students of the goals, forms and advantages of using digital educational products. For example, teachers believe that digital products should be used to copy educational materials and perform independent work tasks; they do not welcome their use during the lesson, which, on the contrary, is the main goal for students. The revealed discrepancies in the views of teachers and students regarding the goals, advantages and risks of using digital products makes the question of finding ways to coordinate and optimize relevant.
Introduction. The processes of digitalization of all spheres of society, including education, require a detailed analysis of their impact on the development of the personality of students. Practice shows the ambiguity of the impact of digital educational products on the development of the student: they are both a resource, a means of development, and at the same time, they are risky in nature for various spheres of personality: cognitive, emotional-volitional, value, communicative and educational activities. The purpose of the study is to analyze the parameters of the cognitive-personal and activity spheres of students, which are influenced by digital educational products. Materials and methods. The study involved 243 teachers of secondary schools in Moscow, Moscow region, Voronezh, Nizhny Novgorod, Samara (Russian Federation). To determine the risks and benefits of using digital educational products for the cognitive-personal and activity spheres of students, an author's questionnaire was used, with the help of which an anonymous online survey was conducted (using a google-form). Research results. Statistical analysis revealed correlations between the parameters "development" and "deformation" of the cognitive qualities of students "Attention" (rs = -0.905; p≤0.01) and "Memory" (rs = -0.833; p≤0.01), which indicates a significant discrepancy in the assessments of teachers. For most of the characteristics of the personal sphere and educational motivation, the correspondence in the assessments was determined between what “develops” and what “deforms” in students when learning with the help of digital educational products. Conclusion. The novelty of the study lies in identifying the ambiguity of the impact of the digital educational products used on the development of the personality of modern schoolchildren and in determining the areas of greatest risk. The obtained results can be used as recommendations for teachers and leaders of educational institutions in the development of digital educational products for secondary schools.
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